Grade: 2nd Grade
Unit: Texas Treasures
TEKS
Assessment & Specificity
English Language Arts/Reading
Instructional Period: Unit 1
Weeks to Teach: 6 Weeks
Vocabulary
Instructional Strategies
Resources/
Google Drive
*Continue Teaching ONGOING Curriculum*
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
Distinguish features of a
Students should recognize errors in
Treasures - Leveled
 capitalization
 Shared reading
sentence (e.g., capitalization of capitalization and punctuation and be
Readers
 punctuation
 Guided reading
first word, ending punctuation, able to correct the errors.
Reading A-Z
 period
commas, quotation marks)
 question mark
 quotation marks
 comma
(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters/sounds, spelling patterns, and morphological analysis to
decode written English. Students will apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode multisyllabic
Consonant
Treasures: Unit 1, TE
 Making words: students
words in context and
Vowel
prepare their letters for making 7D, 27F, 27I, 27T, 27U,
independent of context by
33D, 35C, 35F, 37G,
words activities. Students can
applying common letter-sound
61F, 61I, 61T, 109F,
play a “war” style game with
correspondences including: (i)
identifying the letter and sound 145K
single letters (consonants and
Animated Phonics and
with a partner.
vowels);
Word Study Lesson:
 Create your own board game
Short Vowels
by laying the letter cards face
(ConnectED online)
down, creating a path with a
Fluency practice cards:
beginning and end. Students
short vowels
take turns rolling a die and
Florida Center for
flipping over the card to
Reading Research
identify the letter and sound.
(A) (ii) consonant blends (e.g., Can you blend these letter sounds
Consonant Blends
Treasures Unit 1:
 Making words activity
thr, spl);
together?
TE 27F-G, 73G, 73W
 Decodable books
 Brainstorm a list of words that Consonant Blends and
go with the blend. Then allow Digraphs Chart
Blend Sort
students to make a flip book
Animated Phonics and
with blend on front and
Word Study Lesson:
changing ending. (See
Consonant Blends
enchanted learning site.)
Everyday Phonics
May 2016
Grade: 2nd Grade
Unit: Texas Treasures
TEKS
(A) (iii) consonant digraphs
(e.g., ng, ck, ph)
Assessment & Specificity
In this word ___ makes the sound ___.
English Language Arts/Reading
Instructional Period: Unit 1
Weeks to Teach: 6 Weeks
Vocabulary
Instructional Strategies
Resources/
Google Drive
Consonant Digraphs
 Making words activity
 Decodable books
 Brainstorm list of words that
go with the digraphs. Then
allow students to make a flap
book with digraph. (See
enchanted learning site.)
Florida Center for Reading
Research
Treasures: Unit 1:61G,
73G, 139G,
Animated Phonics and
Word Study Lesson:
Consonant Digraphs
(ConnectED online)
Consonant digraph
(sh,th,ch) worksheet
Consonant Blends and
Digraphs Chart
(B) (iv) vowel-consonantVowel-consonant-e
Making words activity
Treasures Unit 1:S31-32,
silent "e" words (VCe) (e.g.,
67C-D, 69G-H, 73H,
in-vite, cape);
Decodable books
73V-W, 77G- H, 77 R,
81G-H, 109C-D, 111G,
Make word flip books with the
139T, 145D
magic “e” to show how CVC
RollSayKeep Magic E
words can change to CVCe
Rapid Sheet vCe
words.
Long Vowel Galore
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(D) alphabetize a series of
Would _ come before or after _ in the
Alphabetize,
Use dictionary or glossary; have
Treasures: Unit 3 429J
words and use a dictionary or a dictionary?
dictionary, glossary
students create their own
ABC to 1st and 2nd letter
glossary to find words.
How can you use a dictionary and/or
dictionary, discuss guide words
Pirate ABC order
glossary to find words?
Treasures-Vocabulary
Mini Lessons:
Alphabetical order
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of
fiction provide evidence from text to support their understanding. Students are expected to:
(A) describe similarities and
Plot
Suggested authors:
Direct Instruction:
differences in the plots and
Setting
Read several books by the same
Tomie da Paola
settings of several works by
Author
author. Chart the plot and
Patricia Polacco
the same author;
Characters
settings and compare of the are
Ezra Jack Keats
similar and different.
Brian Pinkney
Judy Blume
May 2016
Grade: 2nd Grade
Unit: Texas Treasures
TEKS
(B) describe main characters in
works of fiction, including
their traits, motivations, and
feelings.
Assessment & Specificity
How does _ feel about _?
Why do you think _ did _?
Which word best describes _?
Why did _ want to _?
Tell 2 things you know about _ from
reading this story.
English Language Arts/Reading
Instructional Period: Unit 1
Weeks to Teach: 6 Weeks
Vocabulary
Instructional Strategies
Resources/
Google Drive
motivation
moral
personality
relationship
feelings
Teacher models identifying
Treasures: Unit 2
character traits and identifying
Selected novels:
text evidence to support answers. My Father's Dragon
Ex. How do you know the
The Boxcar Children
character is friendly? What did
Flat Stanley
s/he do to show that s/he’s
Character Analysis
friendly? Find the text evidence
2nd Grade Genre
in the story.
Question Stems
(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to
identify the topic and explain
What was the topic of this article?
Topic
Model for students how to
the author's purpose in writing The topic of this information is—
Author’s purpose
differentiate between a topic and
the text.
The author wrote this article to –
*entertain
author’s purpose. The topic is
*inform
one or two words that tell the
*explain
reader what the article/story is
*persuade
about. To explain the author’s
*record/document
purpose the student must answer
*to show appreciation
the question “why did the author
or thanks
write the article/story?”
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand
expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a
This newspaper article is mostly
Main idea, details
Use graphic organizer
Treasures: Unit 1 TE
text and distinguish it from the about—
transparency #3 after reading a
69A,69K,72/73,77K,
topic;
What is the main idea of the
selection; use Thinking Maps;
77V,77W,77X,77BB,
paragraph _?
Draw picture of a stool. The seat
77CC,77D,81A,84/85,
Which sentence in paragraph _ is the
is the main idea and the legs are
107G,107R,107S,107X,
topic sentence, not the main idea?
the details. Without details the
107Y,107AA; Unit 2 TE
stool falls down.
239A/B,239K,242/243,2
43A,247K,247V,247W,2
47BB,247CC,247DD,296
/297,311N,316C, 317A
Scholastic News; Time
For Kids
May 2016
Grade: 2nd Grade
Unit: Texas Treasures
TEKS
(B) locate the facts that are
clearly stated in a text;
(C) describe the order of
events or ideas in a text
Assessment & Specificity
What is _ according to this
information?
Which words tell you how long it
takes to _?
How do you know _?
What happened before (after) ___?
List 3 ideas in this article in the order
given.
What was the first (last) thing _ did?
English Language Arts/Reading
Instructional Period: Unit 1
Weeks to Teach: 6 Weeks
Vocabulary
Instructional Strategies
Resources/
Google Drive
Bold text, cutaways,
italicized text,
Sequence of events
Logical order
narrative, problem,
retell, sequence,
setting
Treasures: Unit 2, TE
240 “A Tall Tale”;
TE 290 “African
American Inventors”
Retell using: first, next, then, last,
finally, beginning, middle, end
Treasures: Unit 3 TE
Unit 4, TE 81A-B, 81K,
84-85, 85A, 89K, 89V-X,
Sequence sentence strips and
89BB-DD, “A Trip to the
pictures of story
Emergency Room” TE
93K, 96-97, 115A, 115D,
Create a BME Chart/Story Maps. 119G, 119R-T, 119X-Z
Complete graphic organizer
“A Harbor Seal Grows
providing missing information.
Up”
(D) use text features (e.g.,
How would you find _ in this
Table of contents,
Have various nonfiction books
Treasures: Unit 3 TE
table of contents, index,
information?
index, headings,
available for the students to look
429X, 463A
headings) to locate specific
Which of the following would be
through and find different parts.
McGraw-Hill L. Arts p.
information in text.
helpful in finding information about
370-371
_?
Do a text feature scavenger hunt. Science textbook
(18) Writing/Literary Texts. Students write literary texts to express their ideas/feelings about real/imagined people, events, and ideas. Students are
expected to:
(A) write brief stories that
Does your story have an introduction? Introduction
Modeling
Treasures: Unit 2, TE
include a beginning, middle,
Does your story have a conclusion?
Conclusion
Story Maps
159D, 189C, 189Q
and end
Graphic Organizers
McGraw-Hill Language
Arts p. 384
Empowering Writers
May 2016
Grade: 2nd Grade
Unit: Texas Treasures
TEKS
Assessment & Specificity
English Language Arts/Reading
Instructional Period: Unit 1
Weeks to Teach: 6 Weeks
Vocabulary
Instructional Strategies
Resources/
Google Drive
(21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the
Which word(s) is a noun in the
Noun
Color code writings with parts of Treasures: Unit 2, TE
following parts of speech in
sentence?
Plural noun
speech
199C, 231B, 239C,
the context of reading, writing, Is ____a proper noun or common
Singular noun
243B, 247A, 247L,
and speaking: (ii) nouns
noun?
Common noun
289C
(singular/plural,
Is ____a singular or plural noun?
Proper noun
Treasures: Grammar
common/proper);
How do you change ____to a plural
Book p.34, 37, 38, 42,
noun?
43, 44, 47, 53
(C) distinguish among
Is your sentence asking a question?
Statement, question,
Sort the sentences, Peer asking
4Types of Sentences
declarative and interrogative
Is your sentence telling something?
sentence, incomplete
and telling discussion
Poster
sentences.
sentence, period,
Corners Game Sentences
question mark
(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to:
(B) use capitalization for: (i)
Which words are proper nouns in this
Capital letter
Brainstorm proper nouns and
Treasures: Unit 4, TE
proper nouns;
sentence?
Lowercase letter
their conventions
37O, 39C, 41H “Head,
Students will need to be able to
capitalize
Body, Legs: A Story
identify capitalization errors in
from Liberia” 75C
context.
“Mice and Beans”
(B) (ii) months and days of the The months (days) begin with which
Capital letter
Brainstorm proper nouns and
Days and Months
week
kind of letter?
Lowercase letter
their conventions
capitalize
(C) recognize and use
With what must every sentence end?
Punctuation, period,
Identify the types of sentences
End Punctuation
punctuation marks, including:
question mark,
and use the correct punctuation
Worksheet
(i) ending punctuation in
Students will need to be able to
exclamation mark
marks
Punctuation Penguins
sentences
identify punctuation errors in context.
Super Hero pgs 16-19
(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B)(iii) long vowels (e.g.,
What is Word Study?
VCe-hope);
MISD Spelling Patterns
May 2016